ETON JOURNAL FOR INNOVATION AND RESEARCH IN EDUCATION

ISSUE 1 | JUNE 2018 INTRODUCTION – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – JONNIE NOAKES AND BILL LUCAS 02 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – THE EDUCATION SOCIETY: FOSTERING DISCUSSION AND PROMOTING PUPIL VOICE HARRY MOROSS AND ALEXANDER BRICKEN 04 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

THEME: BEING A RESEARCH-ENGAGED SCHOOL – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – BEWARE THE SORCERER’S APPRENTICE: WHY TEACHING AND LEARNING MUST BE A SCHOLARLY AND RESEARCH-INFORMED ENDEAVOUR – GERRY CZERNIAWSKI 06 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – BEING A RESEARCH-ENGAGED SCHOOL: A MULTIFACETED APPROACH IRO KONSTANTINOU AND JO RAINEY WITH CONTRIBUTIONS BY TIM CAIN AND SUE SING 09 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – RANKING PUPILS AND MOTIVATION: TEACHER AND STUDENT PERSPECTIVES JOHN GREENWOOD 13 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – COLLABORATIVE INQUIRY INVOLVING STUDENTS: METHODS AND APPLICATIONS IRO KONSTANTINOU WITH CONTRIBUTIONS BY BOYS IN C BLOCK 15 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – DEVELOPING GREAT TEACHING: LESSONS FROM THE INTERNATIONAL REVIEWS INTO EFFECTIVE PROFESSIONAL DEVELOPMENT – PHILIPPA CORDINGLEY 17 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

THEME: TEACHING CREATIVELY AND FOR CREATIVITY – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – CREATIVITY AND CREATIVE THINKING IN SCHOOLS: AN OVERVIEW Eton Journal for Innovation and Research in Education Published by The Tony Little Centre for Innovation and BILL LUCAS AND ELLEN SPENCER 20 Research in Learning – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – Eton College THE SPIRIT OF OUR TIME: DISCUSSING CREATIVITY IN THE AGE OF

ISBN: 978-1-78926-288-9 ARTIFICIAL INTELLIGENCE – VAUGHAN CLARK 23 © Eton College 2018 – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

DEFINITIONS OF CREATIVITY: LOOKING AT THE RESEARCH PROCESS Tony Little Centre c/o School Office IRO KONSTANTINOU. INTERVIEWS WITH BEN COUCHMAN AND OLI COOPER 25 Windsor – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – SL4 6DW THEME: PARTNERSHIPS Director – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – Jonnie Noakes [email protected] TOWARDS A FRAMEWORK FOR UNDERSTANDING INDEPENDENT-STATE SCHOOL PARTNERSHIPS – JONNIE NOAKES 29 Researcher-in-Residence – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – [email protected] WHY MUSIC? SOME UNDERLYING RESEARCH – IRO KONSTANTINOU 30 @Eton_CIRL – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – TEN INSIGHTS INTO MUSIC PARTNERSHIP PROJECTS – TOM ARBUTHNOTT 31 https://www.etoncollege.com/CIRL https://cirlresearch.com/ – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – “THE WORK OF THE CENTRE HAS BEEN FASCINATING AND INTRODUCTION INSPIRING, REMINDING US AS EDUCATORS OF HOW MUCH MORE Jonnie Noakes | Centre Director & Bill Lucas | Chair of Centre advisory committee WE CAN LEARN ABOUT THE NATURE OF LEARNING, AND MAKING AVAILABLE WIDER INSIGHTS INTO THE IMPLICATIONS OF Eton has a long tradition as a pioneering school dating back In the UK independent schools are increasingly being to its foundation by a teenage King Henry VI to provide a encouraged, we believe rightly so, to collaborate with state ALL OF THIS FOR TEACHERS ACROSS ALL KINDS OF SCHOOLS” free education to poor scholars. As rapid changes sweep schools. Yet very little research has been done on what across the world in education over half a millennium later, the potential benefits of such independent-state school GEOFF BARTON, Eton remains committed to uniting tradition with forward partnerships (ISSPs) are. Last year Eton published an GENERAL SECRETARY, ASSOCIATION OF SCHOOL AND COLLEGE LEADERS thinking and disciplined experimentation. independent report (Lucas et al., 2017) that starts to explore ISSPs in more detail. The findings, which can It is as yet unclear which changes will be game-changers. frame an emerging taxonomy, are reproduced in the last Dr Konstantinou runs a series of courses for masters focused from the wellbeing surveys (answered by over 1,000 boys, Will Artificial Intelligence disrupt education just as it will section of the journal. on teaching and learning. This is part of the Centre’s broader with a fuller follow-up survey answered by just over 100 change the sphere of work, performing far better many of role in designing and running professional development randomly-selected boys) showed some interesting results the cognitive tasks we currently teach and perhaps freeing We are glad that we are not alone in this important opportunities for masters. This year the Centre held a series in wellbeing; namely, that boys’ life satisfaction and us up to focus on teaching the things that only humans work. An increasing number of schools in the UK and of talks on ‘The Science of Learning’ and ‘The Future of positive emotions increase during the time they are at Eton can do? Will the application of neuroscience and cognitive internationally are creating school-based centres for Learning’ for masters, boys and partner schools, and we in terms of four trends: social support; sense of autonomy; psychology impact deeply on teaching practice, for conducting research and applying the most valuable regularly convene small group meetings to discuss how to gratitude; and competence. These findings are particularly example in our understanding of motivation, emotional findings in the art, craft and science of learning. embed promising and interesting ideas about teaching and interesting because they run counter to trends nationally self-regulation and memory? Will learning be reorganised Communication between these centres is characterised learning into schoolroom practice. The Centre also fosters and internationally which generally show a decline in into cross-disciplinary themes rather than subject silos? by a spirit of open and mutually beneficial sharing. the interest of pupils in what education is and how it might wellbeing in school years. Will assessment move towards proving mastery and away As Al McConville, Deputy Head Academic at Bedales develop in future. Two pupils who were actively engaged from traditional examinations? Is the centre of gravity School, has commented, “Eton’s engagement with the with the activities of the school’s Education Society, which During the coming two years we will run an ambitious shifting towards teaching vitally important capabilities wider educational community through CIRL is engages with education experts and gives a platform for research project on ‘character education’, a broad term such as creativity, emotional literacy, tenacity, curiosity characteristic of its commitment not only to providing their pupil voice, describe their experiences during the past that refers to the skills, traits and dispositions which will and social intelligence? own boys with the best possible education, but also to academic year. The Researcher-in-Residence teaches form the foundation for the boys’ individual conduct, contributing to the wider social good through disseminating groups of pupils the fundamentals of research in social moral values and personal strengths. Much of what we In such a climate of diminishing permanence it’s crucial that the findings of high quality research to other educational science and facilitates the process whereby they conduct currently do in this area is tacit. The aim is to sharpen our we are gathering up-to-date information from around the contexts. The Centre’s activity reflects the College’s their own primary research, in preparation for university. awareness of our current practices, map them, inform world about what is happening. We need to reflect on how openness to learning from others, as well as their desire them with up-to-date research into character education, that information is relevant to what we do in our schools to share their expertise as it deepens.” The world-wide movement to bridge the gap between and build a platform to share findings and encourage and how we can make practical use of it. It is desirable theory and practice is particularly strong in the UK, active dialogue among those who want to share interesting that we are running our own research projects, instigating Within Eton the Centre seeks to promote a culture of creative where the work of the Education Endowment Foundation, and excellent practice. our own reforms, and sharing what we learn with others. innovation, disciplined enquiry and evidence-informed the Centre for Evaluation and Monitoring at Durham, The Tony Little Centre opened three years ago to do exactly practice in teaching and learning. Innovating is not always the Wellcome Trust, the UCL Institute of Education, and the In this first issue of the Eton Journal for Innovation and these things. It is a laboratory for teaching and learning: for easy. Most teachers feel simply too busy to try new things, Centre for Real-World Learning at Winchester among Research in Learning, we focus on creativity, well-being, reflecting on what we do well, and asking what we could do and even the enthusiasm of early adopters does not always others are driving evidence-informed debate about what student voice and various aspects of research and better. While the ‘we’ starts with Eton, it explicitly engages survive the inevitable frustrations of diverging from the tried works in education. We aim to play an active part in this evidence in schools. The journal is divided into three the ‘we’ that is all teachers interested in innovation and and tested. We aim to cultivate a school-wide ethos of debate. A symposium we held at Eton two years ago for broader thematic sections: being a research-engaged research in learning. For public benefit is a priority. experimentation and calculated risk-taking as part of our research-engaged schools has now grown into a ‘network school, teaching creatively and for creativity, and how ongoing professional development. We have many small of networks’ reaching hundreds of schools, many of to build effective independent-state school partnerships. “THE TONY LITTLE CENTRE trials going on simultaneously and iteratively. As well as whom already have well-established relationships with We include pieces by established academics, thought- experimenting with devices and platforms we work as universities and research organisations. leaders, teachers, and pupils. We hope that this amalgam of HAS ESTABLISHED ITSELF  education mentors for start-ups at Emerge Education, voices can induce interdisciplinary discussions and act as a leading London-based accelerator, trialling products Our Centre has worked closely with Research Schools one of the catalysts in research-engaged and innovative AS A HIGHLY SIGNIFICANT and helping entrepreneurs to refine them. Recently we have International at Harvard to create ‘usable knowledge’. education practices. With this in mind, we have only slightly been trialling blended learning for its impact on important During the last two years we have undertaken two edited the various articles, trying to keep the authenticity of REFERENCE POINT FOR employability and life skills such as time management, small-scale pieces of research. In the first study we taught the contributors’ voices as much as possible. independence, teamwork and resilience. Early results are Growth Mindset to 130 C Block (Yr 12) pupils and found DEVELOPING THINKING promising. Key to this sort of enquiry is our Researcher-in- a statistically significant relationship between students’ For published work and a video with an introduction to Residence, Dr Iro Konstantinou, whose role includes mindset scores and their prosocial attitude scores. We also the work of the Tony Little Centre you can visit our website ACROSS INDEPENDENT facilitating research within the school by masters and by found that students who took the course showed a http://www.etoncollege.com/cirl. For research updates boys and publishing research findings both within and statistically significant increase in prosocial attitudes; see our blog https://cirlresearch.com. SCHOOLS AND BEYOND.”  outside Eton. Dr Konstantinou has been centrally important we did not find a change in a control group. The second in collaborating with academics and masters to develop research project looked at the relationships among boys’ References DR WILLIAM RICHARDSON, this journal and has created a blog on evidence-informed wellbeing and their academic achievement across the Lucas, B., Stoll, L., Greany, T., Tsakalaki, A. and Nelson, R (2017). GENERAL SECRETARY, HMC practice to ensure we are part of the wider educational whole school. The research did not find any correlation Independent-State School Partnerships: An initial review of evidence and current practices. Eton: Eton College research dialogue. between wellbeing and academic success, but the data

02 03 THE EDUCATION SOCIETY: FOSTERING DISCUSSION AND PROMOTING PUPIL VOICE BEING A Harry Moross & Alexander Bricken | Secretaries of the Society 2017-2018 RESEARCH-ENGAGED The Education Society was founded two years ago by a We also established a network for communicating and group of senior boys in collaboration with the Tony Little building relationships with other schools across the UK, Centre. It provides a forum for boys to discuss topics relating encouraging the founding of the St. Paul’s Boys Education to education with each other, with masters and with outside Society and sharing ideas with Sherborne School’s SCHOOL experts. The boys invite speakers to give talks on forward- Teaching and Learning forum. thinking approaches to education, often from international perspectives, such as universities that teach interdisciplinary As well as this, on the other side of the Education Society, courses focused on complex real-world issues, the insights we have had the privilege of hosting a wide variety of guests that neuroscience provides about how to learn, and the ways to talk on their work within the education world, drawing in which creativity can be taught. The Society promotes from a wealth of topics and ideas. For example, Brad Busch, pupil voice by setting up fora and feeding their ideas into psychologist and director of ‘Inner Drive’, spoke about the Centre’s strategic thinking about teaching and learning ‘The Science of Learning: what the research says about and into the deliberations of working parties, for example improving student memory, learning and retention’. On the on the boys’ use of IT and the school’s reporting practices. topic of creative thinking, Bill Lucas, Professor of Learning, Recently senior boys from the Society were invited to spoke about ‘Creativity: what creative thinking is, why it speak to the school’s Academic Development Committee matters, how it can be cultivated in schools and why we where they made proposals for developing the school’s should try to measure its development in young people’. practices around giving feedback to masters, reporting, Ed Fidoe, leader of the 21 Trust and co-founder of School and university applications. 21, spoke about a new university in the East End of London that will teach a single interdisciplinary course. Lucian This academic year The Education Society has been busy Cosinschi, European Regional Manager for Minerva at KGI, with a wide variety of initiatives. Boys have been focused spoke on their innovative pedagogical core-curriculum on cultivating the role of the society as a source of pupil focused on analytical decision-making and problem solving, voice within the school. Whilst this is beneficial to students, and their online learning platform the Active Learning Forum. who now have the opportunity to be taken seriously in These lectures give both boys and masters the chance to raising their issues, teachers and authority figures at Eton learn about different ways to improve learning capabilities, are now able to see the school from a different angle and about effective teaching methods based on new studies giving them a fuller perspective on how the school could surrounding the modern day schoolroom while engaging improve for the future. students with what society has to offer.

With the help of Mr. Noakes and Dr Konstantinou, as the We hope that the Education Society will continue to Secretaries of the Society we were initially focused on the flourish and our legacy to be the establishment of a forum continuation and improvement of the teacher feedback where boys have a real opportunity to shape their education survey that has now been circulated around the school. alongside masters.

05 BEWARE THE SORCERER’S APPRENTICE: Moving closer to a research-rich environment [Adapted from: BERA 2014. Research and the Teaching The BERA-RSA Inquiry (2014) report mentioned earlier has Profession – Building the capacity for a self-improving WHY TEACHING AND LEARNING MUST BE A considered how research contributes to the development education system. Final report of the BERA-RSA inquiry of professional practice, school practice and the outcomes into the role of research in teacher education pp.24-25)] SCHOLARLY AND RESEARCH-INFORMED ENDEAVOUR for learners of all ages and abilities: The Inquiry makes the After Dewey (2002) and drawing on work from the Gerry Czerniawski | Professor of Education, University of East London case for the development, across the UK, of self-improving education systems in which all teachers become research Netherlands, Willemse and Boei (2017) have created nine literate and many have frequent opportunities for design principles they consider important in developing educators’ communities of enquiry regardless of The use of evidence, enquiry and evaluation lie at the very Akin to Boyer’s (1990) notion of the ‘scholarship of engagement in research and enquiry. This requires that schools and colleges become research-rich environments whether they work in schools, colleges or universities. heart of what it means to be effective both as a teacher teaching’, taken in isolation this type of research can These principles embrace all educators but particularly and teacher educator. inform (and hopefully enhance) personal and professional in which to work. It also requires that teacher researchers and the wider research community work in partnership, those who may have little or no experience of conducting practice. But Cochran-Smith (2005) argues that educators research or supervising students’ research: A report from the British Educational Research Association need to do more than just critically read, understand and rather than in separate and sometimes competing universes. in conjunction with the Royal Society for the Encouragement question the epistemological background of articles and Finally, it demands an end to the false dichotomy between HE and school-based approaches to initial teacher education Nine design principles for developing communities of Arts, Manufacturers and Commerce (BERA/RSA, 2014) reports. In addition to this scholarly disposition they need of enquiry has highlighted the importance of ‘research engagement’ also to be capable of conducting research into their own [BERA-RSA, 2014: 1] The report advocates ten principles for a research-rich, self-improving education system. i.e. the involvement of teachers and educational leaders in practices and programmes: 1. Research should be conducted in small groups of six carrying out research and ‘research literacy’ i.e. that teachers to eight educators to ensure mutual collaboration and 1. Teachers share a common responsibility for the should be: familiar with a range of research methods, with “Taking our own professional work as educators as a decision-making. the latest research findings and with the implications of research site and learning by systematically investigating continuous development of their research literacy. 2. The subject of enquiry is communally chosen and this research for day-to-day practice, and for education our own practice and interpretive frameworks in ways that 2. During the course of qualifying and throughout their derived from practice. policy and practice more broadly (BERA-RSA, 2014: 40). are critical, rigorous, and intended to generate both local careers, teachers have multiple opportunities to engage knowledge and knowledge that is useful in more public in research and enquiry, collaborating with colleagues in 3. Frequent meetings (eg every four weeks) to take place As we consider the role that research can play in the spheres” (Cochran-Smith, 2005: 220). other schools and colleges and with members of the with the community of enquiry. professional learning and professional development of wider research community. 4. Fixed dates of meetings that provide a clear exchange teachers it is worth remembering that the sorcerer’s Far from just being research consumers, teachers can 3. Commisioners of education research build teacher of commitment and expectations of the community. apprentice found himself in deep water through mimicking generate new forms of knowledge – research with a capital engagement into commissioning processes so that the actions of his master [sic] without the requisite skills, ‘R’. This form of research engagement and knowledge 5. Meetings to follow commonly defined stages of research wherever possible teachers are active agents in knowledge and attributes developed over time with rigour, production has traditionally been inherently linked to the (problem definition, literature research, research question research. scholarship and practice. Acknowledging these requisites improvement of teachers’ own practice (Stenhouse 1967; formulation, instrument design, planning and gathering of data, analyses, sharing the results with others). and the challenges teachers face in becoming researchers Elliot and Norris, 2011). But for this to happen, educators 4. Producers of new research knowledge endeavour to I discuss, in this article, the relationship between research- need to develop what Tack and Vanderlinde (2016) term make their research findings as freely available, 6. Each meeting to be organised around three themes based knowledge, scholarship and how both can and their ‘researcherly disposition’ (ibid. 4). This disposition, accessible and usable as possible. 1) exploring existing research and exchanging prior must inform the professional learning and practice of they argue, consists of three interrelated dimensions. knowledge; 2) work on the research project; 3) reflecting 5. Research literacy has a prominent place in development teachers and their learners. on learning experiences and the relationship between programmes such that the development of research-rich 1. An affective dimension – the extent to which an those experiences and supervising pre-service school and college environments is seen as a key Developing a researcherly ‘habit of mind’ educator values his/her role as an educator-researcher. teachers’ research. leadership responsibility. It is the starting point of this article that engaging in 2. A cognitive dimension – the educator’s perceived ability 7. In pairs and between meetings participants should 6. Inspection frameworks explicitly recognise the educational research not only contributes to the professional to engage with research as both a consumer and reflect and engage with tasks to guarantee the importance of research literacy to teachers’ professional development of teachers, but to the body of knowledge producer of knowledge. continuation of the research. of the profession and to teaching and learning in general. identity and practice. 3. A behavioural dimension – the educator’s tendency to 8. Experienced teacher educator-researchers should But what exactly do we mean by ‘research’ and how best 7. Every learner is entitled to learning that is informed by engage in research activities as both a consumer and participate as full members and as mentors of the can we develop researcherly dispositions? the latest relevant research. producer of knowledge. community of enquiry. Fully cognisant of the breadth, depth and diversity of 8. Every teacher is entitled to work in a research-rich 9. After collaborative consideration and dialogue the educational research and well as the diversity of those However, developing this researcherly ‘habit of mind’ environment that supports the development of the results of the research are shared through dialogue, that engage in it, the BERA-RSA Inquiry has taken a (Tack and Vanderlinde, 2016) can be challenging depending research literacy and offers access to facilities and conference presentation and publications. on our employment context. While schools in the United resources that support sustained engagement with and deliberately inclusive and wide-ranging definition. By (ibid. 210-211) research, the report’s authors mean any deliberate Kingdom are increasingly becoming research active, in research. finding space and time to research can be a huge ask when investigation that is carried out with a view to learning 9. Policymakers of all persuasions – and those who seek Taking time to critically reflect on our professional practice many teachers view their primary role as teaching pupils. more about a particular educational issue (BERA, 2014: to influence policy – encourage, and are responsive to, It is easy to forget that as teachers we are also professional Many teachers in schools do not necessarily have Masters 42). As educators, many of us engage with research in one the findings of the educational research, both in policy learners. And yet taking time to critically reflect on our level qualifications and in many cases little or no research way or another, formally and/or informally, when we plan formulation and implementation strategies. own professional practice feels like a luxury rather than experience. These challenges can and should have and prepare our teaching, presentations, reports and in a professional necessity. Creating that time and finding significant implications for the commitment institutional 10. There is a sustained and growing systematic capacity some cases, our publications. The professional reading someone (e.g. a professional mentor; critical friend) senior leadership teams give, not just to the increasing to support educational research at the level of the we do includes almost any form of publication that is, who you trust and can sit down with to talk about your role research plays within schools and colleges (in both individual school or college, through local and regional hopefully, research informed (e.g. periodicals, journal professional practice and needs can be one of the most the independent and state funded sectors) but to the networks, embedded in teachers’ terms and conditions articles, textbooks, policy documentation). One can effective and most enduring forms of professional learning. dedicated professional development provision targeting and across the wider research community based in identify this preparatory scholarly activity as ‘research’ I hope that the following questions might be useful in the research (and teaching) potential of all their staff. universities and elsewhere. albeit research with a small ‘r’ (Murray et al., 2014). preparation for such professional dialogue.

06 07 Reflection points a prerequisite for authentic and enduring professional learning and professional development. It is also a BEING A RESEARCH-ENGAGED SCHOOL: • What practices have you tended to adopt the most (in prerequisite for future practice in teacher education that teaching, research, networking and writing)? will support a new generation of teachers to go beyond A MULTIFACETED APPROACH • To what extent are these practices effective? ‘what works’ to engage in a genuine educational Iro Konstantinou | Researcher-in-Residence, Eton College & Joanna Rainey | History Teacher, Eton College transformation of the system and its learners. • What might you learn from other colleagues and how best can you accommodate their practice into your own? References: In our attempts to be a research-informed school, For this to happen teachers need to be equipped with the • Against what measurements or values do you examine Bennett, T. (2016). The School Research Lead. London: The Education our approach is bottom up, led by teachers rather than motivation, capacity, confidence and opportunity to do so. your own practice? Development Trust. responding to positions of authority, whether that is If these criteria are met, there is a powerful other way in BERA-RSA (2014). Research and the Teaching Profession – Building the • To what extent could you explore alternative values in management teams, examining bodies, or inspection which the schools can achieve high academic results and capacity for a self-improving education system. Final report of the BERA-RSA reports. To make this argument we draw from various potentially reduce the workload of the teachers. However, critically evaluating, as well as celebrating your own inquiry into the role of research in teacher education. London: BERA. there are still some structural barriers in place for research practice? Boyer, E. L. (1990). Scholarship reconsidered: Priorities of the professoriate. individuals and their respective experiences: the New York: Carnegie Foundation for the Advancement of Teaching Researcher-in-Residence and a History teacher at Eton to become the norm in schools. • What opportunities are there in your own institution for Czerniawski, G. (2018). Teacher Educators in the Twenty-First Century – College, the Researcher-in-Residence at Christ the King, career support and development? Identity, Knowledge and Research. London: Critical Publishing. a state sixth-form college in London, and a professor of For example, there still exists the underdeveloped model Cochran-Smith, M. (2005). ‘Teacher educators as researchers: education who has been researching the interactions and of the teacher-as-researcher (Hammersley, 1993), and • What opportunities exist within and outside your own multiple perspectives’. Teaching and Teacher Education, 21, 219–25. impact of evidence and research on teachers. the capacity for this position is yet to be robustly applied institution to address your professional strengths and Dewey, J. (1902). The child and the curriculum. Chicago: University of weaknesses? Chicago Press. in schools. There is also the ‘there is no time’ narrative, Elliot, J. & Norris, N. (2011). The Work of Lawrence Stenhouse: Curriculum, This article suggests that being research-engaged does often heard in school corridors and staff rooms, which • To what extent are you fully aware of the sources of Pedagogy and Educational Research. London: Routledge. not only entail conducting action research but also the need will need to shift. Hargreaves (1996) advocated small funding available to you to develop your own Gewirtz, S. (2013). Developing teachers as scholar-citizens, reasserting the to be a reflective practitioner with the ability to understand scale research relevant to the national agenda but not professional learning? value of university involvement in teacher education. In: L. Florian & N. Nataša and be able to act on pupil difficulties, which can be one commissioned or dictated by it, using the analogy of the Pantić (eds.). Learning to teach: Part 1: Exploring the history and role of higher • What professional networks exist (e.g. subject education in teacher education. London: Higher Education Academy. of the most effective pedagogical attributes that empirical medical profession where care for patients involves the associations, trade-unions, university networks, learned McAleavy, T. (2016). Teaching as a research-engaged profession: problems research on effective teaching has identified (Hattie, 2009). need for evidence about diagnosis, prognosis, therapy societies/research associations) that could support your and possibilities. London: Education Development Trust. Making classroom based in-situ judgments is different from and other health care issues. Perhaps then part of the career development? Murray J., Czerniawski G., & Barber P. (2014). Teacher educators’ making judgments based on a conceptual understanding learning teachers are trying to produce is based on identities and work in England at the beginning of the second decade of of education, and being able to identify problems and problems facing the pupils rather than being dictated by • To what extent could you benefit from subject and the twenty-first century. In: J. Murray & C. Kosnik 2014 (eds.). Academic work and identities in Teacher Education. London: Routledge. search for answers through interrogating and evaluating the syllabus. This model can also allow for deliberations methodological knowledge development? Stenhouse, L. (1967). Culture and Education. London: Nelson. research can be an invaluable asset for teachers. of a community of researchers and practitioners who • To what extent would you find it beneficial to observe or Tack, H., & Vanderlinde, R. (2016). Measuring Teacher Educators’ share their respective expertise. be observed by colleagues in order to improve your own Researcherly Disposition: Item Development and Scale Construction. Being a research-engaged school also encompasses Vocations and Learning, 9(1), 43-62. pedagogic practice? facilitating the processes for teachers to be self-improving There has been a shift in the cultural practices which foster practitioners: to be informed about research and scholarship such collaborations and communities of practice. To name Concluding thoughts in teaching, to engage in and with research and to be a few examples, there are the Research Schools Network, The rapid development of ‘Research Leads’ in many schools consumers of research, and to be equipped to conduct the Institute for Research in Schools, and the Institute for (in both the independent and state funded sectors) in their own research (BERA-RSA, 2014). This drive to be Effective Education. Research is becoming central to what England in recent years has been accompanied by debates self-reflective and base one’s judgements on evidence is schools strive to do. Increasingly schools appoint Research over the extent to which all teachers in schools can and one which ideally should be embraced by new and Leads in senior roles, they train teachers to become should be involved in research, the nature and value of experienced teachers alike. As Griffiths argues: researchers, and they build centres to foster research ‘experiential’ and ‘craft’ knowledge and what is meant by ‘experience is not enough on its own. To become excellent initiatives. Another example of the need for such ‘research-informed’ teaching (Bennett 2016; McAleavy, — that is, more than proficient — requires a career-long collaborations which foster research is an initiative which 2016). However, Gewirtz (2013) argues that the danger in commitment to self-cultivation as teachers. Part of the our Centre is an active member of: the Research in Schools talking in simple terms about research-informed teacher reason that the commitment needs to be career-long is that Learning Community. Bearing in mind the various initiatives education is that this can reinforce a reductionist, techno- teaching contexts are in a continual state of change, and and potential around being a research-engaged school, engineering model where teachers, uncritically, simply teachers need to adapt through a process of self-cultivation.’ below are some reflections on how this can be realised implement ‘what works’ rather than critically reflect on (Griffiths, 2012:117). in practice. their practice, its impact and rationale.

All research involves the identification of a research problem or question. It also involves identifying the procedures for capturing data and documenting analysis of this data while critically reflecting on these processes. This commitment to research, in its broadest and most critical sense of the word, is a powerful tool for encouraging professional autonomy and continuing reflective practice. It is also an opportunity to offer something of tremendous value to colleagues, students and pupils within and outside our own institutions. The nurturing of teachers’ scholarly and researcherly dispositions is, and must continue to be,

08 Iro Konstantinou Sue Sing I was appointed as the Researcher-in-Residence at the of research as being high-minded and dictatorial, removed Researcher-in-Residence | Christ the King Sixth Form College senior leadership groups at the college have become involved in using research-informed approaches to inform Tony Little Centre at the end of 2017. I was still finalising from everyday reality on the frontlines of the classroom, At Christ the King Sixth Form College, the significance the development of its strategic practices. my PhD thesis and I was very much torn between staying is a perception that limits how teachers can engage and relevance of using evidence-informed practices with in academia or accepting a role at a school and perhaps successfully with research as both consumers and creators. regards to the development of teaching and learning With colleagues from various schools, we created the losing the momentum of writing papers, attending Indeed, most teachers would not recognise any of the became apparent following its lead involvement in an ‘Research in Schools Learning Community’ to try to attract conferences, and being part of the active debates around numerous research organisation mentioned in Nelson and externally-funded cross-sector action research project. like-willed people, based in schools, with responsibilities for research. I was also sceptical of the role research had in O’Bierne’s NFER study (2014), indicating a chasm between This saw state and independent school teachers leading and/or supporting the development of research in schools. In HE, academics complained about the fact they schools and academic research that is hampering both researching together, in genuinely reciprocal ways, to their institution. Given the growing movement around the would soon be ‘judged’ on their teaching with the Teaching in achieving a common goal: improving schools for the better understand what makes the difference for achieving role of research in schools, and schools being at a range Excellence Framework (TEF). Was it now that schools would students who study in them. high grades at GCSE and A-level. Being able to of stages in terms of their ‘research journey’, it seemed be ‘judged ‘on their research outputs? However, I soon experience first-hand what this learning looked like, and timely and hopefully beneficial to establish a professional realised that there was great potential to what could be So why are we not doing enough of it at the moment? felt like, and having opportunities to reflect on this and community within which we could create opportunities for achieved through conceptualising research in schools in I wonder if there is a fear or superstition amongst teachers consider implications for their own practice, was reported learning with, and from, each other, and explore possibilities broader terms. Admittedly a well-resourced school, such that research will only tell them something they already as incredibly beneficial and empowering in terms of for collaboration. This group seeks to offer independent as Eton College, could offer great opportunities to engage know (e.g. the foundations of good quality teaching and practitioners’ professional development. This unexpected and state schools opportunities to develop their thinking in research, with a physical space which offered abundant learning are subject knowledge, classroom management, outcome resulted in a significant shift in thinking at CTK, through the sharing and exchange of knowledge, ideas opportunities for experimentation and innovation. What I also well-structured lessons and effective assessment), and at senior leadership level, in terms of its provision and and approaches. Through this collaborative mentality, our came to realise was the potential that lies in collaboration not provide more than the obvious. It is clear that whilst promotion of staff CPD opportunities: namely, this resulted belief is we can support each other to strengthen what we across schools and how this role allowed me to be part of some research does this, it expands further to provide in the introduction of CTK Professional Development do in our own schools and, in turn, help one another to a community of teachers and researchers in schools across value in explaining what makes one type of assessment Bursaries and the appointment of a Researcher-in- further develop and embed an evidence-informed ethos the country. more effective than another, or what a structured lesson Residence to support and further develop research and environment. consists of, through comparative and large scale studies. activities across the institution. In addition, most recently, There is a real need and a rightful place for research in On the other side of the argument, there is widespread schools. This has been happening, but there is potential for expectation that research will be limited in scale, relevance, this to become the norm across schools which might still be quality and ridden with ideological presuppositions, and trying to balance their priorities between producing their own essentially useless in helping teachers with concerns and research data and using research findings in the classroom problems for which they need immediate, and trustworthy, in order to enhance pedagogical practices. I believe there answers. Beyond these difficulties, getting teachers not need not be such a conundrum: any engagement with just to read research but to undertake it themselves reveals evidence-based pedagogy has the potential to result in more further hurdles. Academic research has criticised school- efficient practice. Auspiciously, teachers seem keen to produced research (e.g. the Action Research movement) engage with the process. There are several projects which as lacking in evidential basis due to the practical are in progress at Eton, most of which are not only looking difficulties of organising control groups and the necessary to utilise the most innovative of methods, but also to make focus on classroom based designs. When teachers are teaching more efficient and effective and to ensure that faced with the fear of undertaking research they cannot pedagogies have the scope to develop both academic depend upon to provide wholly accurate results, the drive excellence and contribute to skills which are vital for 21st to continue is easily lost and explained away by lack of century students.1 time and a mountain of other responsibilities.

Joanna Rainey Yet research comes in many forms. Just as the From a teacher’s perspective, engaging in and with International Boy’s School Coalitions annual Action research is something that I have always seen as central Research programme values qualitative data (including to my job. From the first days of the PGCE to five years in, observations, questionnaires, interviews and journals) I am consistently aware of wanting and needing to do to learn about students and their progress rather than better for my students. This ranges from improving my demanding quantitative proof, it is clear that simply techniques to engage students, knowing how to identify thinking about how and what you are teaching will improve the problems and reach those who aren’t engaged, your practice and your ability to engage with research. It is RESEARCH CAN DEVELOP A measuring progress and feeling confident in how I assess a double victory, as Saunders (2010) proves by concluding it, and being secure in knowing what works and what that engaging with research is likely to increase professional SCHOOL AS AN INTELLIGENT doesn’t – and why. As I am currently undertaking an MA in skills of enquiry and help teachers to avoid face-value Education Management, it is this last question which has interpretations. Furthermore, many of the research topics COMMUNITY BECAUSE, struck me most forcefully: how do we know whether what that teachers could engage with and in would be wide in is happening in our classrooms is right; and if it is, why is their applicability. Therefore, the potential to create a BY ITS NATURE, RESEARCH it? A fellow student recently remarked that she knew community of engaged teachers, or a research ‘ecosystem’ academic grouping for younger years was detrimental as Hargreaves (1996) and Goldacre (2013) hoped for with ENCOURAGES QUESTIONING, because she had seen that mixed ability grouping worked their call for ‘Knowledge Mobilisation’, would mean that in her school. But she couldn’t explain why she was so the diagnosis of problems in some schools might provide DISCUSSION AND CRITIQUE. convinced of this, or how she could prove it enough to the solutions needed for others. change or continue her practice. The immediate dismissal

10 Tim Cain RANKING PUPILS AND MOTIVATION: Professor of Education | Edge Hill University encourage individuals and groups to undertake action research projects; they instigate research reading groups; I recently gave a presentation at Eton College, addressing TEACHER AND STUDENT PERSPECTIVES they form research partnerships with universities and other members of the Research in Schools Learning Community. organisations and they organise regular events such as John Greenwood | Teacher of Russian, Eton College My presentation on this day was based on data gathered annual research conferences, where staff can discuss their from five research projects, mostly in Primary and Secondary own research and published research. schools; these projects involved interviews with around a Competition exists in many guises in our day-to-day lives Methodology hundred teachers and school leaders. The overarching It is important for schools to recognise the multiple ways and was once a key feature of the education system in research question that united all the projects was, ‘How can In order to tackle the three research questions, which I in which research can inform practice. As Nicholson- England, but with the shift to a more pupil-centred educational research impact on teachers and teaching?’ discuss below, this research considers three main sources Goodman & Garman (2007) found, if school leaders focus approach over the last forty years, what Chitty (2014) refers of evidence. The first source is the numerical data relating entirely on the ability of research to inform decision making to as ‘healthy competition’ in the academic side of school Qualitative analysis showed that the interviewees believed to pupils’ examination performance and their relative at the whole-school level, they can be drawn into using life has become rather less commonplace (Galloway et al., that research could impact in three broad ways: to inform numerical ranks. The aim of the collection of this data research to ‘wield power’ rather than to encourage debate. 2004). Consequently, the suggestion that pupils be ranked decision making, to extend teachers’ mindsets, and to is simply to establish that those using rank position to To avoid this trap, school leaders can bear in mind the based on their performance in internal school examinations develop a school as an intelligent community. They also identify performance may easily be misled; a rank may or potential of research to extend teachers’ mindsets and to for each subject does seem to go against the grain somewhat. had two broad aims for research-informed practice: to may not accurately reflect individual academic performance develop the school as an intelligent community. The very mention of a school that still engages in such a improve outcomes for pupils, and to advance teachers’ or progress. The second is the responses to surveys practice prompts some teachers to suck air sharply through professionalism. In principle, each of the three beliefs is completed by pupils and by teachers that give a personal (Professor Tim Cain’s book Research informed schools: their clenched teeth. Nevertheless, this is a process that is coherent and justifiable. Research can inform decision perspective on the process whereby pupils are ranked. Why? What? How? will be published by Routledge in still carried out in some of the country’s top-attaining schools. making, particularly outside the classroom, although not The survey generates both quantitative data, sometimes early 2019). in the straightforward way that is sometimes claimed. in the form of a Likert scale, offering a more detailed When colleagues voice an opinion on the way in which By bringing evidence from research into discussions breakdown of responses to a fundamentally closed References pupils are ranked at Eton, both sides of the argument are which include other forms of evidence, teachers and question (Bowling, 1997; Burns & Grove, 1997), BERA-RSA (2014). Research and the teaching profession. [online]. dominated by the question of pupil motivation and how school leaders can make better choices among possible sometimes in the form of ranked-order questions in order Goldacre, B. (2013). Building Evidence into Education [online]. best to secure it. It also strikes me as odd that we are so alternatives and can avoid making decisions which have to show a priority preference for a series of valid responses, Griffiths, M. (2014). Encouraging imagination and creativity in the teaching willing to label an internal examination result as a ‘failure’, to more open-ended opportunities to give additional detail previously been found wanting. profession. European Educational Research Journal, 13(1), 117-129. when we know that the boys will ultimately leave the school in order to qualify answers. The third is data generated by Hammersley, M. (1993). On the teacher as researcher. Educational Action with a clutch of the very best grades, and for that reason, Research can also challenge ‘teaching mindsets’ – Research, 1(3), 425-445. two focus- group sessions conducted with pupils after the I have been keen to establish exactly how boys perceive the conscious and subconscious mental frameworks that Hargreaves, D. (1996). Teaching as a research-based profession: data from the surveys was studied, in order to follow up their ‘successes’ and ‘failures’, not least because of the teachers apply to the many swift and intuitive decisions possibilities and prospects. Paper presented at the Teacher Training on points of interest or points that the statistical data had Agency Annual Lecture, April. [online] impact this can have on motivation. that they take whilst teaching. By challenging teachers’ shown inconclusively. Hattie, J. (2009). Visible learning for teachers: maximising impact on mindsets, research can prompt teachers to question their learning. New York: Routledge. There can be little doubt that the system as it stands does habitual practices, to employ deeper, more complex Nicholson–Goodman, J., & Garman, N. B. (2007). Mapping practitioner not motivate everybody, but the statement by Galloway et al., educational concepts and sometimes, to think about perceptions of ‘It’s research based’: scientific discourse, speech acts and (2004) still holds true: ‘...there is no consensus about the teaching and learning in new ways. Research can develop the use and abuse of research. International Journal of Leadership in Education, 10(3), 283-299. nature of motivation, nor even about the most appropriate a school as an intelligent community because, by its nature, Saunders, L. (2010). The changing role of research in education, way to analyse it.’ With that in mind, no one system will research encourages questioning, discussion and critique. Education Today, 60 (2), 16–21. motivate every pupil. The more pressing concern, therefore, Indeed research proceeds, at least in part, by principled 1 Some of my reflections appeared in a BERA blog in February 2018. is probably the idea that the current system not only fails attempts to disprove previous research. Some schools to motivate, but actively demotivates a significant number provide the means for staff to discuss research: they of learners.

The above reflections pose some questions on what we would consider to be the consequences of the academic competition we seek to foster: do we breed arrogance and a smug sense of security in some boys, while boys at the bottom languish in a pit of low self-esteem? All of these ideas have been floated to me at some point or other by colleagues, but are any rooted in anything more than what Bruner (1999) would dismiss as ‘folk pedagogy’?

TEACHERS SEEM TO BE WELL AWARE OF THE POLARISED EFFECTS OF OUR RANKING OF THE PUPILS IN THE SCHOOL.

13 Analysis of data and responses to the research questions What do teachers perceive to be the effects of ranking COLLABORATIVE INQUIRY INVOLVING STUDENTS: What do pupils perceive to be the effects of ranking by by attainment on pupil motivation? attainment on their motivation? Teachers seem to be well aware of the polarised effects METHODS AND APPLICATIONS A large number of pupils believe that their rank is a of our ranking of the pupils in the school. While almost Iro Konstantinou | Researcher-in-Residence, Eton College legitimate, useful marker of their own performance, all of the teachers acknowledge that there is sometimes even in the face of evidence that they have very little a motivational effect at the top end of the attainment agency over their own achievement if this is how they spectrum, there are some real issues relating to demotivation measure it. Some of the pupils, particularly those who and low self-esteem at the bottom end, particularly in cases Kincheloe and Steinberg (1998:2) promote the idea that collective view of this age group at Eton College. While consider themselves to be amongst the higher-achieving where boys feel that they have no control over what they ‘education should help one make sense of the world. the school is home to an enormous variety of character- pupils, feel that the system helps to boost their motivation, perceive to be a valid performance marker. Moreover, At the same time, it should help students make sense types, it is also selective, with the process for admittance and some even believe that it is an essential hallmark the teachers often have a sense of the “bigger picture” of themselves as ‘players’ in the world’. They argue that, starting at 11-12 years old. I am interested into how this of the school’s education in character and resilience. and argue that we are senselessly lowering self-esteem with this in mind, educational institutions should embrace may affect the emotional orientation of the boys who are Those who consider themselves to sit at the opposite in boys who have already been selected by attainment, the pedagogical assertion that good education prepares now at the school. I am still in the process of collecting end of the academic spectrum, however, are not motivated many of whom will sail through the public examinations. students as researchers who can read the world so that data, but I am very curious to see how everyone will by this system and, in many cases, there is evidence they can both understand it and change it. Thus, ‘students respond to the survey. of demotivation, a reduction in self-esteem and there Do views on ranking by attainment in pupils differ as researchers gain new ways of knowing and producing is a good deal of research that indicates the negative depending on year group / perception of prior knowledge that challenge the common-sense views of Mayowa Ayanbadejo consequences of this. attainment and, if so, how? reality’ (ibid.: 2). Following this educational paradigm, My research project is on the topic of consumption habits ‘Instead of memorizing unexamined, teacher-delivered data, It seems clear that the attitude of F Block (Y9) towards and their potential correlation with an education in students […] engage in the exploration of narratives (the the value of their rank stands in contrast to the attitude economics. Economics and the flow of money through grand stories) that shape their lives, devise (after rigorous of other year groups higher up in the school. This would consumerism plays a key role in everyday life whether that THIS HAS BEEN A USEFUL study) revisionist interpretations of social and educational perhaps seem to suggest that one’s attitude toward work be on a small scale – the purchase of a chocolate bar – or phenomena, and analyse canonized information within the and motivation can be changed in a fairly short time-frame on a nationwide scale. Often depicted through predictable OPPORTUNITY TO DISCUSS frameworks of new contexts’ (ibid.: 4). Similarly, Bragg and because of the environment. Although the school would and logical curves and analysis, economics is heavily based Fielding (2005:105) make the case for collaborative enquiry like to believe that we encourage the boys to take on a upon the rationality of consumers and producers – which is WITH PUPILS AND THEIR within schools as a democratising process, which involves growth-mindset approach to learning, this is a system known not to be true. Consequently, to examine the impact sharing and distributing leadership and encouraging all TEACHERS A SYSTEM WITHIN that appears to be at odds with that. of a knowledge of economic theory upon irrational decision members of the school to be active ‘enquirers’. This, they making, I planned a qualitative interview of 10 boys with suggest, should involve students; for ‘without the involvement This has been a useful opportunity to discuss with pupils the question – Does a knowledge of market failures affect THE SCHOOL THAT WE  of the students it is not possible to enquire effectively either and their teachers a system within the school that we seem consumers consumption habits, and if so to what extent? into the learning and teaching processes or into the to apply blindly, simply because it is something that has Coming into the project at the start of term I had no prior SEEM TO APPLY BLINDLY,  school itself’ (ibid.). This, therefore, is an argument of always been done. Consequently, I intend to present my knowledge or skill in planning and conducting my own autonomy and agency as much as one of providing the findings at the school’s Centre for Innovation and research. But, over the last 4 weeks through this research SIMPLY BECAUSE IT IS methodological tools for conducting such inquiry. Research in Learning with a view to promoting a reformed option I have gained an insight in to the strategy of research. system. This will present an opportunity to discuss with I have had a lot of guidance and helpful expertise SOMETHING THAT HAS With these theoretical underpinnings in mind, we decided interested parties whether their views may have changed in throughout this process which has helped me to co-ordinate to offer an optional course for students in their penultimate light of the evidence presented. (extract from a longer piece this project to attain meaningful results. This option has also ALWAYS BEEN DONE. year at Eton. The course allowed students to explore their of work submitted for assessment to the University of allowed me to delve deeper into extra-curricular topics and own academic interests, while they were guided throughout Oxford as part of an MSc in Learning and Teaching). questions which have been prevalent upon my mind. I have the process. Eight students signed up to the course and enjoyed this investigation and it has instilled in me a drive References during the Summer term, they learned how to refine their to undertake more future ventures. research questions, how to conduct interviews, design Chitty C. (2014). Education Policy in Britain. London: Palgrave MacMillan. Bowling, A. (1997). Research Methods in Health. Buckingham: surveys, analyse data and suggest interventions on a Max Shakespeare school-wide level. Below the students describe in their Open University Press. I dropped Chinese due to my frustration about my lack of own words their motivations and experiences engaging Bruner, J. (1999). Folk Pedagogies in J. Leach and B. Moon (eds.). progress and how impossible fluency seemed. I also went Learners and Pedagogy. London: Paul Chapman Publishing. with the Research Option. on a Spanish immersion programme one summer and the Burns, N. & Grove, S. K. (1997). The Practice of Nursing Research Conduct, Critique, & Utilization. Philadelphia: W.B. Saunders and Co. amount I improved in a week completely dwarfed my rate Freddie zu Wied Galloway, D., Rogers, C., Armstrong, D., Leo, E. & Jackson, C. (2004). of progress within a school setting. These inspired me to Ways of understanding motivation, in H. Daniels and A. Edwards I was very curious of the emotional disposition of boys undertake a project to find out what made the language (eds.). The Routledge Falmer Reader in Psychology of Education. admitted to the school and a survey-based investigation London: Routledge Falmer. learning experience so different and so much less effective seemed the best way of exploring this. I hoped to make in the classroom than in an immersion setting. I am the investigation as objective as possible. Having looked interviewing a number of students who have become fluent into various possibilities, it seemed that the RQ Test from in another language after birth and have experienced Unselfie: Why Empathetic Kids Succeed in Our All-About- language teaching at school to highlight the limitations of Me World by Michele Borba, Ed. D. suited the investigation teaching in the British education system. I am planning on best. It gave me the option to explore a range of variables, presenting my results to the Head of Modern Languages but I decided to focus on optimism and empathy. Collecting in order to draw his attention as to what creates the best data from boys aged 13-15 (F to E Block) from two school language learning atmosphere and how we, at Eton, can get houses, totalling around 40 boys, gives a varied and as close to that as possible.

14 15 Arthur Chan Tobias Robinson, Louis Capstick, Nathan Swindler DEVELOPING GREAT TEACHING: LESSONS FROM The Research Option was an engaging series of classes The rationale behind the sleep project was predominantly that allowed all of us to appreciate the nature of scientific to shed light on the sleep deprivation crisis that we had THE INTERNATIONAL REVIEWS INTO EFFECTIVE research, as well as providing a platform for us to explore experienced anecdotally in our daily lives as students at some of our own questions that we had in fields ranging Eton College. After 3 years of hearing “I’m so tired” or PROFESSIONAL DEVELOPMENT “I was up till 1 AM last night” as the default conversation from sociology to economics. For my project, I elected to Philippa Cordingley | Chief Executive of CUREE investigate the effects of perceived popularity within the starter, we decided to see if any hard data existed to student body at Eton. This was a subject I felt would correlate with our own personal experiences of sleep In 2015, for the first time it became possible to identify and resonate with many of my other peers at school, and was deprivation in the school community; the creation of the analyse the evidence emerging from a significant number also grounded in social psychology - one of my personal Health and Wellbeing Advisory Board (WAB) provided of systematic and technical reviews of evidence about interests. A particular focus was placed on how popularity a perfect vehicle to pursue this goal. The project’s continuing professional development and learning (CPDL) influenced day-to-day social interactions with other boys, development was slow at first, but with the help of the that correlates with success not just for teachers but also such as self-confidence and conversational skills. I used Tony Little Centre and the guidance of Dr Konstantinou for their students. Systematic reviews of mixed methods Google Forms to create a series of twelve multiple choice in particular, we persevered and built a functioning research began to emerge in the earliest years of the 21st questions and sent it out to all boys in the college. The data questionnaire. After a successful pilot survey in our boarding century although initially there were doubts about the I received back provided some fascinating insights into the house at school and some subsequent tweaking of the feasibility of tracing connections between continuing nature of popularity in a secondary school environment, structure and questions, we opened the survey to the whole professional development (CPD), the key focus at that time, which I aim to write up in a short report. school, and were met with fascinating results. With more and student learning. But the classroom teachers appointed than 760 respondents we were able to get a clear picture as advisers to a systematic review carried out by the Centre Alec Deakin of the sleeping habits of Etonians and understand the for the Use of Research and Evidence in Education (CUREE) My project aims to find a correlation between sport and barriers to healthy sleeping habits. The broader scope of using the Evidence for Policy and Practice (EPPI) Centre A number of those who have sought to apply and/or replicate mental health; primarily whether an increased level of the project is to raise awareness of how sleep can affect methodology were adamant that teasing out such links these findings have treated the core characteristics and sport and exercise can positively impact mental wellness. not only one’s levels of tiredness but also impact negatively was key to the credibility and usability of resulting reviews. activities as a recipe which can be used in multiple different I chose this topic because of its prominence in current on academic and sporting performance, reduce motivation By contrast, academic advisers doubted the research contexts. In doing so, they risk overlooking the foundational issues regarding mental health issues, where it is found and be a detrimental factor in the overall wellbeing of evidence about CPD would be capable of doing this. proposition about alignment and focus. These twin concepts, that as little as ten minute of exercise a day can improve adolescents. We aim to distribute the findings within the a focus on aspirations for what specific students’ learning sleep quality, reduce anxiety, depression and relieve other WAB but also across the College. In the event, both were right because studies of CPD per will look like if teachers’ own substantive development is problems. This topic also has a heavy significance at Eton se almost exclusively focussed on evidence about effects successful and on careful alignment of activities and goals, where some boys will play over ten hours of sport a week References on teachers. But studies of substantive development of argue against treating any approach to CPDL as a recipe. but some will do none at all. I targeted my questionnaire Bragg, S. and Fielding, M. (2005). It’s an equal thing…it’s about achieving teachers’ practices in specific subject or phase contexts Instead, there is the need for creating a clear golden thread together: student voices and the possibility of a radical collegiality. on boys in my house where I found that most boys believe In Improving schools through collaborative inquiry, Street, H. and that collected rigorous evidence about processes as well to shape CPDL; one that works back from an analysis on that sport is an essential part to their happiness and if they Temperley J. (eds.). London: Continuum. as impacts did provide the evidence the review authors high aspirations for students and evidence about the best were to stop their exercise regimes then their mental health Kincheloe, J. and Steinberg, S. (1998). Students as researchers: (Cordingley et al., 2003) and its teacher advisers were that is possible, through a series of interactive, micro would worsen. I plan to expand my project outside of the creating classrooms that matter. London: Routledge. seeking. In response to this initial review other reviews experiments and in-depth observations of the learning house, and possibly link it into the future exercise and with bigger budgets and wider remits followed, including process that connect those ambitious starting points with nutrition research project next Michaelmas half. I intend to the series of seminal Best Evidence Syntheses evidence about teachers’ and students’ aspirations. publish my data to the Director of Sport so that both he and commissioned by the New Zealand government (Tiemperley others can further enhance their understanding of the et al., 2006; Tiemperley et al., 2007). So by 2014-15 there This meta-analysis highlighted important information significance of sport on boys’ mental wellbeing at the school, was enough evidence from reviews to merit a meta about what doesn’t work. In particular, it suggests strongly coming from boys’ perspectives. analysis of meta analyses in order to create an authoritative that generic pedagogic CPD does not work unless teachers overview. The result was Developing Great Teaching, a are given opportunities to contextualise what is being report commissioned by the Teacher Development Trust learned for particular subject contexts and for particular (Cordingley et al., 2015). This paper summarises the key groups of students with shared learning interests, findings emerging from that meta review carried out by concerns or challenges. CUREE with support from professors Steve Higgins and Rob Coe from the University of Durham and from professor Toby Greaney from the University College London Institute of Education, and considers its application FIRST, PROFESSIONAL LEARNING in schools, classrooms and staffrooms. CONVERSATIONS NEED TO BE Unsurprisingly, given the evidence about the complexity of student learning, the review starts by highlighting the ORGANISED AROUND HOW fact that effective CPDL that is strongly associated with significant acceleration in student success involves a mix of STUDENTS RESPOND TO sustained, carefully aligned, iterative, evidence-rich activities organised around aspirations for students. The report goes LEARNING; TALKING ABOUT on to explore these activities and the connections between them in depth and the key elements are summarised here. TEACHING ALONE DOES NOT But before doing so, I want to emphasise the importance of both aligning CPD activities with each other and with MAKE A DIFFERENCE. participating teachers’ aspirations for learners.

17 So what practical conclusions were reached? References First, there is the mix of opportunities to work with Cordingley P. (2008). Sauce for the Goose: Learning entitlements that work for teachers as well as for their pupils. Coventry: Centre of the colleagues with specialist expertise. Teachers engaged Use of Research and Evidence in Education (CUREE). TEACHING in pushing forward the boundaries of their professional Cordingley, P., Bell, M., Rundell, B. and Evans, D. (2003). The impact understanding, knowledge and or practice need opportunities of collaborative CPD on classroom teaching and learning. In Research to listen to, watch and or pick the brains of colleagues with Evidence in Education Library. Version 1.1. London: EPPI-Centre, Social Science Research Unit, Institute of Education. deep knowledge of the CPD goals and expertise in supporting Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, CREATIVELY CPDL. This means facilitators well placed to enable the B., Saunders, L., Coe, R. (2015). Developing Great Teaching: Lessons from development of leading practices, challenge orthodoxies the international reviews into effective professional development. and help teachers relate new ideas to current understandings London: Teacher Development Trust. in ways that help participants not just to grasp that X or Y Timperley, H., Fung, I., Wilson, A. & Barrar, H. (2006). Professional learning and development: A Best Evidence Synthesis of impact on students AND FOR can lead to deeper learning and engagement in a range of outcomes. Paper presented at the annual meeting of the American contexts, but also understand how and why these processes Educational Research Association (AERA). San Francisco, April 7-11. do and don’t work in different contexts. They need, in other Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher professional words, the chance to work with colleagues who can help learning and development: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education. CREATIVITY them develop their own practical theories so that they can adapt new approaches to their own students and contexts on an informed basis.

However, teachers need such specialist support in relatively small doses in comparison to the opportunity to work collaboratively with peers. What they need in rather more extensive and sustained ways is the opportunity to try out new ideas and analyse them and their implications in partnership with peers who are taking similar risks. Remarkably professional learning conversations do not correlate with success for students – unless they are focussed on two things. First, they need to be organised around evidence about how their students are responding to their learning; talking about teaching alone does not make a difference. The conversations need also to probe the resulting student learning. But professional learning conversations also need to be focused on what happens when teachers challenge the status quo in order to provide fresh insights into how students experience learning activities and their relationship with teachers’ intentions and routines. Teachers have to internalise and routinise so much by way of practice and knowledge in order to focus their attention on the dynamic interactions with and between students in front of them that it is difficult to retain deep self-awareness. Opportunities for professional learning mean changing those routines to enable teachers to bring to the surface the knowledge, ideas and assumptions that shape their actions subconsciously, so they can review and refine them in the context of new information. This is uncomfortable, sometimes painful work that calls for deep professional trust. Reciprocal vulnerability between teachers who both risk looking silly in the early stages of new teaching attempts have the potential to accelerate trust building through the process of providing practical support and help to each other.

A positive, concluding point I’d like to make is that embedding engagement with evidence at every stage is crucial, alongside evidence from wider research and best practice, and just as importantly, evidence from one’s own students, classrooms and disciplines. This suggest strongly that CPDL facilitators can use the windows into students’ learning to make evidence-based adjustments to the support they are offering; a multi layered approach to practising what we preach!

18 19 CREATIVITY AND CREATIVE THINKING IN SCHOOLS: AN OVERVIEW

Bill Lucas & Ellen Spencer | Centre for Real-World Learning, University of Winchester

Creative Thinking is what you do when you are being creative Global interest in creativity Published by the OECD (Lucas, Claxton, & Spencer, 2013) DEVELOPING CREATIVITY IN and creativity is the outcome of this. Creative activity is that There is growing interest in the importance of creativity this five dimensional model frames creative thinking as a which is purposeful, generates something which is to some in society. Organizations and societies increasingly depend set of five creative habits of mind: SCHOOLS IS CHALLENGING degree original and of value. Almost always creative thinking on innovation and knowledge creation to address emerging is a social activity and almost always it takes place in challenges (OECD, 2010). Importantly creativity is a universal Inquisitive – Creative individuals are good at uncovering LARGELY BECAUSE THE UNITS  response to an issue or problem facing an individual or and democratic phenomenon with everyone to a greater and pursing interesting and worthwhile questions both in group. Creativity is a well-researched concept and one or lesser degree having the potential to be creative a specific context and more generally. Not simply being OF CURRENCY IN SCHOOLS ARE increasingly attracting attention in national curricula across (Lucas, 2016). curious, creative individuals pose concrete questions the world. about things to help them understand, and develop new THE SUBJECTS WHICH APPEAR The World Economic Forum (The Future of Jobs Report, ideas. Questioning things alone does not make a creative A brief history lesson 2016) listed complex problem-solving, creative thinking and thinker. Creative individuals act out their curiosity through ON THEIR TIMETABLES – ENGLISH, The study of creativity is some seventy years old. Most creativity as the top three skills which will be needed in 2020. exploration and follow up on their questions by actively researchers trace its beginnings to the work of Joy Paul In the UK the Confederation of British Industry has argued going out, seeking, and finding out more. It’s important MATHS, HISTORY, ART AND  Guilford in the middle of the last century (1950). Guilford for the importance of curiosity and creativity (CBI, 2012). to maintain a degree of appropriate skepticism, not taking suggested that there are two kinds of thinking: convergent Martin Seligman and Mihalyi Csikszentmihalyi (2000) make things at face value without critical examination. SO FORTH. (coming up with one good idea) and divergent (generating a powerful argument for the positive links between creativity multiple solutions). Building on this line of thought Ellis Paul and well-being. Indeed there is a general consensus among Collaborative – In today’s world complex challenges Torrance (1970) developed four sub-categories – fluency, psychologists, economists and educators alike that creative require creative collaboration. Creative individuals flexibility, originality and elaboration. Each of these might thinking can also promote personality development, recognize the social dimension of the creative process. Creativity in schools – chalk and cheese? be applied in our example as an indication of the degree academic achievement, and future career success Creative outputs matter, whether they are ideas or things Developing creativity in schools is challenging largely of Creative Thinking being employed. (Long and Plucker, 2015, Heckman & Kautz, 2012). creating impact beyond their creator. Creative thinkers because the units of currency in schools are the subjects want to contribute to the ideas of others, and to hear which appear on their timetables – English, maths, history, More recently Robert Sternberg (1996) has argued that In 2011 we were commissioned by Creativity, Culture and how one’s own ideas might be improved. The creative art and so forth. Students’ experience, at least at secondary creativity is three-dimensional. It requires synthesising Education to produce a synthesis of existing research individual co-operates with others taking into account level, is mediated by the knowledge and skills associated (the ability to see problems in new ways and escape from (Spencer, Lucas, & Claxton, 2012) and develop a definition of the nature of the group, the kind of problem and the stage with a particular discipline. Creativity and creative thinking, conventional thinking); analysing (being able to recognise creativity which might be robust enough but also practically at which the group has reached. on the other hand, are necessarily interdisciplinary and which ideas are worth pursing and which are not); and useful in schools, Figure 1. require a very different conception of the purpose of contextualising (having the skills in different settings to Imaginative – At the heart of creative thinking is the ability schooling. These dilemmas have been sharply exposed in Sir Ken Robinson’s celebrated TED talk (Do Schools Kill persuade others of the value of any specific idea). Figure 1 – The Centre for Real-World Learning’s to come up with imaginative solutions and possibilities. Creativity?, 2006) where an argument is made that school’s, Five Dimensional Model of Creativity Developing an idea involves manipulating it, trying it out, essentially industrial paradigm intent on producing identically Of course creative thinking is both a solo and a collective and improving it. Seeing new links between ideas is an knowledgeable pupils should be thrown out in favour of one activity, most often having a social component. It can be important aspect of the synthesizing process of creative WONDERING & which favours personalised learning designed to develop viewed as domain-specific (being creative in a scientific USING QUESTIONING thinking. The use of intuition allows individuals to make INTUITION EXPL INVESTIG students who can think for themselves. context, for example) or domain-free (being creative in any S ORING & new connections tacitly that would not necessarily MAKINGTION EC AT NN I IN materialize given analytical thinking alone. situation). Anna Craft reminds us that while only a few may CO E NQ G TIV U Of course creativity and disciplinary knowledge need not be A IS CHAL aspire to be an exceptional genius, all of us can show a ITH S N I AS W I T SUMP seen as binary opposites. Indeed evidence, both theoretical G I L V ENGIN Persistent – Creative individuals do not give up easily. more ordinary form of creative thinking, that she termed ING A E AY M TION and empirical (Lucas & Spencer, 2017), suggests that that PL I G POSSIBILITIE Persistence in the form of tenacity is important, enabling ‘little c creativity’ (2001). S they should not be. We learn to think creatively in a range an individual to get beyond familiar ideas and come up

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LERA with new ones. Creative thinking demands a certain level Donald Treffinger (2002) found 120 definitions of creativity VING RT O these might form part of the school timetable or appear in AINT TING of self-confidence as a pre-requisite for sensible risk-

IMPR and helpfully grouped them into four broad categories – P CRAFTING & its extra-curricular activities. Creativity can be both taught

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CRITICAL

T TO product or process. Creative thinkers practice a range of the border of France and Switzerland) as well as the more RING LY CO E DA conceptual and practical skills in order to improve. obvious opportunities afforded by the arts. CO LL IV BE DIFFEREN O A B RAT APPR PERA O Evaluation is the way in which progress can be seen and TING OPRIA T TEL GIVING & SHARINGODUC THE PR understood and the quality of new ideas or novel thinking Y RECEIVING FEEDBACK can be checked. Taking pride in work, attending to details, 1 This article draws on earlier published papers and a recent book, practising and correcting any errors are indicators of the Teaching Creative Thinking: Developing learners who generate ideas and think critically. It was the basis of a lecture to Eton staff given by Bill Lucas higher levels of creative thinking. on 16 April 2018.

20 21 CREATIVE THINKERS PRACTISE A RANGE OF CONCEPTUAL THE SPIRIT OF OUR TIME: DISCUSSING CREATIVITY AND PRACTICAL SKILLS IN ORDER TO IMPROVE. IN THE AGE OF ARTIFICIAL INTELLIGENCE

Vaughan Clark | History and History of Art teacher, Eton College

Recently there have been exciting developments. A fourteen References country OECD-CERI research project exploring the feasibility CBI. (2012). First steps: A new approach for schools. London: CBI. Let me begin by suggesting why arguably some focal ‘I am being creative when I take information and turn of teaching and assessment of creative and critical thinking Craft, A. (2001). Little c Creativity. In A. Craft, R. Jeffrey, & M. Leibling points of education might become obsolete practices in has developed compelling evidence and many promising (Eds.), Creativity in Education (pp. 45-61). London and New York: it into diagrams.’ Continuum. schools by 2030. This algorithm could replace the role practices. A similar proof of concept has been established I have long given myself permission to believe that I know Craft, A., & Chappell, K. (2016). Possibility Thinking and Social Change in of some teachers of Art History, such as myself: what creativity is and what it looks like in my schoolroom. in more than 500 Welsh schools which are using the Centre Primary Schools. Education 3-13, 44(4), 407-425. doi: http://dx.doi.org/10. for Real-World Learning’s model of creativity in a national 1080/03004279.2014.961947 • Begin task I have spent much time over the past ten years wondering project supported by the Welsh Arts Council. Most powerfully Duckworth, A., Peterson, C., Matthews, M., & Kelly, D. (2007). Grit: how to create the best environment in which pupils can be • Collect data from multiple sources about: ‘social values’, the OECD has announced that the PISA innovative domain Perseverance and passion for long-term goals. Journal of Personality and creative and how to set the most motivating expectations. Social Psychology, 92:6, 1087-1101. ‘the revolution in Germany after World War One’, test in 2021 will be a test of creative thinking with Bill Lucas When I can, I like to see my schoolroom not as a box Friedman, T. (2005). The World Is Flat: A brief history of the 21st century. ‘examples of Dada art after World War One’ with atomised individuals kept behind desks, but as a as the co-chair of its strategic advisory group. It is a New York, NY: Farrar Straus Giroux. studio in which collaboration can take place. In this space, well-known if slightly depressing phenomenon in education Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444-454. • Instruct through description and multiple explanations that, once a topic is deemed worthy and capable of being I occasionally try to encourage a sense of serious play. Gutman, L., & Schoon, I. (2013). The Impact of Non-Cognitive Skills on about: ‘social values’, ‘the revolution in Germany after assessed, school leaders and teachers start to take it Outcomes for Young People: Literature review. London: Institute of World War One’, ‘examples of Dada art after World War One’ Many pupils have a desire to tap into their memories of how more seriously. Education, University of London. they learnt at primary school. I encourage students to make Hattie, J., & Gan, M. (2011). Instruction Based on Feedback. In R. Mayer, & • Assess understanding by setting the question: things and to learn physically, to convert language into a ‘How did Dada reflect the impact of revolution on Creativity and creative thinking matter for their own sake. P. Alexander (Eds.), Handbook of Research on Learning and Instruction physical object or other form. I encourage guided meditation (pp. 249-271). New York, NY: Routledge. German society?’ by corroborating the choice of But there are promising signs that it may also improve to instil calmness, concentration and to develop sensory Heckman, J., & Kautz, T. (2012). Hard evidence on soft skills. Labour examples to see if they are appropriate performance in other valued areas of education. Leslie Economics, 19(4), 451–464. learning. I also celebrate learning from making and producing Gutman and Ingrid Schoon, for example, recently reviewed Long, H., & Plucker, J. (2015). Assessing creative thinking: practical • End task second drafts or new iterations that improve on earlier the evidence (Gutman & Schoon, 2013) and concluded that applications. In R. Wegerif, L. Li, & J. Kaufman (Eds.), The Routledge efforts. When I introduce my Art History classes to Turner’s creativity, perseverance and various metacognitive strategies International Handbook of Research on Teaching Thinking (pp. 315-329). 1 watercolour paintings, they begin by making an abstract Routledge, New York. ‘Creativity is not remembering patterns.’ which we have described in our model of creative thinking watercolour painting. They explore what the limitations of Lucas, B. and Spencer, E. (2017). Teaching Creative Thinking: The novelist and essayist Marilynne Robinson believes improve outcomes for learners. Various other studies have watercolour are as a medium, and how sensitivity is needed Developing learners who generate ideas and can think critically. that Artificial Intelligence cannot possibly replicate human shown the benefits of specific aspects of creative thinking Carmarthen: Crown House Publishing. to make the medium expressive. consciousness, but in fact the way that consciousness such as these three examples: Lucas, B. (2016). A Five-Dimensional Model of Creativity and its works in some circumstances may be something that Assessment in Schools. Applied Measurement in Education, 29(4), ‘I am creative when I have to think for myself, using • Curiosity and being inquisitive (Friedman, 2005) 278-290. we, or future learning systems, learn to see as being everything that I know.’ Lucas, B., Claxton, G., & Spencer, E. (2013). Progression in Student unreliable and relatively ineffective. On the other hand, • Persistence, perseverance and grit (Duckworth, Creativity in School: First steps towards new forms of formative the economist Andrew McAfee believes that Artificial I believe, metaphorically, in making pupils reach just beyond Peterson, Matthews, & Kelly, 2007) assessments. OECD Education Working Papers No. 85. Intelligence will free humans to be more creative. their grasp. Pupils will do this if they believe that their efforts OECD. (2010). The OECD Innovation Strategy: Getting a Head Start on However, if given the opportunities to be so, to solve are valued and acknowledged. A nursery for creativity needs • Giving and receiving certain kinds of feedback Tomorrow. Paris: OECD. problems yet unsolved, will humans have learnt how to to be a safe space for emergent behaviour: still one with (Hattie & Gan, 2011). Robinson, K. (2006). Do Schools Kill Creativity? (TED) Retrieved from https://www.ted.com/talks/ken_robinson_says_schools_kill_ be more creative? Will we find in schools’ strategic plans critical thinking in evidence, but not a judgmental one or a There is, in short, much about which to be cheerful. creativity?language=en a focus on helping students to understand what it is that divertingly competitive one. Researchers from the A well-established concept – creativity – is increasingly Seligman, M., & Csikszentmihalyi, M. (2000). Positive Psychology: An is human that cannot be replicated by algorithms? Guerrand-Hermès Foundation for Peace (McCarthy, introduction. American Psychologist, 55(1), 5-14. being embedded in the whole life of schools, with a Sommerville & Gill, 2016) identified three pedagogies that Spencer, E., Lucas, B. and Claxton, G. (2012) Progression in Creativity help to develop the pupil’s sense of self, which will lead to growing body of evidence about how best it can be ‘Creativity can’t be taught. It is acquired through – Developing new forms of assessment: a literature review. London: them becoming more agile at creative thinking. These are taught and learned and with growing understanding Creativity, Culture and Education. experiences. It is just part of your personality.’ a Pedagogy of Presence, Whole Person Engagement and about how we can track the development of creative Sternberg, R. (1996). Successful Intelligence: How practical and creative Some readers will at this point want a definition of creativity. intelligence determine success in life. New York: Simon and Schuster. Caring. One might summarise the three pedagogies as a thinking in all young people more precisely and usefully. I agree with many that creativity is one of the most human Torrance, E. P. (1970). Encouraging creativity in the classroom. Dubuque, pedagogy of presence. This involves the teacher modelling IA: William C Brown. things that we can aspire to master. There are many listening and encouraging the students to witness each Treffinger, D., Young, G., Selby, E., & Shepardson, C. (2002). Assessing contested definitions, and it is worth noting that as a form other’s actions, thoughts and feelings. It involves respecting Creativity: A guide for educators. Connecticut: The National Research of cognition, it comprises of lots of other forms. I suggest the views of students and giving them the opportunity Centre on the Gifted and Talented. for the purposes of secondary school education that it is to articulate their ideas within small groups first and then World Economic Forum. (2016). The Future of Jobs: Employment, skills and helpful to define it in two ways. First, the process that leads workforce strategy for the fourth industrial revolution. Geneva: World with the whole learning community. The teacher can use Economic Forum. Retrieved from http://www3.weforum.org/docs/WEF_ to valued, innovative things that are the result of the need to the students’ language to share their ideas with the whole Future_of_Jobs.pdf solve a problem. Originality is often associated with this, learning community. Everyone values each student’s but this is an illusory quality. In schools, whilst this definition emotions and narratives. needs to be respected, innovative thinking is very rare amongst pupils. Second, as a process formed from I have also tried developing a sense of confident uncertainty connections, synthesis, value judgments that have involved amongst pupils, modelled by myself. I am prepared to imagination, and increasing mastery of subject concepts discuss what it feels like not to know the answer to a and skills. Research and problems that are relevant and question or not to understand a text and then discuss how urgent serve the curiosity that gives momentum to creativity. one tries to solve these problems. A former colleague taught me a technique used in drama improvisation which is 1 Comments taken by four B Block (Year 13) boys who were commended for the school’s essay writing prize in 2017, all showing creative approaches to their thought processes. 22 23 that peers should be prepared to say yes to every idea, to In our classrooms, we have rich resources that Artificial DEFINITIONS OF CREATIVITY: try to make each other look better and to be spontaneous. Intelligence cannot replicate, that at present we too often I aim to foster the first two, but I also think that pupils should overlook. In The Man Who Mistook His Wife For A Hat, LOOKING AT THE RESEARCH PROCESS be able to be silent, to be still, to be able to reflect or Oliver Sacks goes some way to identifying what these are. internalise, or even sometimes to daydream: qualities which He states that ‘our mental processes… are not just abstract Interviews by Iro Konstantinou | Researcher-in-Residence, Eton College would make most inspectors of classrooms nervous. and mechanical, but personal… involve not just classifying and categorising, but continual judging and feeling.’ The ‘Risk-taking, persistence and stubbornness are all consequence of overlooking this would be to ‘reduce our Two Design and Technology teachers at Eton College four scales of creativity: are they creative, are they unique, needed to be creative.’ apprehension of the concrete and the real.’ Sacks bases are undertaking a Masters in Education at the Faculty of do they show technical quality, and do the judges like it? Being creative and innovative eventually relies upon an this conclusion upon the observation that these qualities Education, University of Cambridge. They are both looking These scales are based on the work of Amabile and her understanding of the subject that is deep and based on are founded upon a visual imagination that is built up over at questions of creativity, albeit from different perspectives research that was on a five-point Likert scale. The judges curiosity. Some aspects of the attitudes that make for a lifetime of experiences and which leads to memories. and in different contexts. Since the collection and analysis assessed the 90 drawings. I am now in the process of creativity are transferable across subject disciplines. Artificial Intelligence systems have to be very powerful to of data is not yet completed, they present their work through inputting that data and analysing them to see if they think In teaching pupils how to be creative, one is looking to have the capacity to relate to granular memories founded interviews they gave. this range of drawings is creative or not. I want to see if they affect their behaviour as well as their cognitive abilities. upon significant moments. It is also unlikely that Artificial perceive creativity in a similar fashion. This means I had a For example, how can we foster reflective approaches Intelligence systems will have the capacity to create scenarios BEN COUCHMAN lot of quantitative data, but I wanted qualitative data as well. in which unusual situations are constructed and tested. This is why I did a series of interviews, to give voice to the or encourage the value of re-drafting work or reiterating IK: Do you want to tell me what your research question numbers. I asked the students to pick three drawings which a process? In his letters, Vincent van Gogh asked, ‘How is about? And perhaps describe your methodology? does one become mediocre?’ He answers: ‘by complying ‘I don’t think I would be happy, if I couldn’t be creative.’ they thought were the most creative and we had semi- BC: I am looking into the perceptions of creativity, which with conforming to one thing today and another tomorrow.’ The capacity to create new meanings through metaphors structured interviews of what they think creativity is, how is a very broad term and means very different things to Creative people can be stubborn and certainly persistent; and experiences is something that I hope will always be they define it and some examples of that. So that gave me different people. For one person creativity can be expressed traits which can be encouraged. One is looking, for example, beyond Artificial Intelligence, and only possible by those a mixed-methodology. This was quite a laborious process, one way but for another person it can be seen in a to encourage them to see connections between concepts, that engage with their environment and peers and have a but I wanted to replicate a study done by Chen, who also completely different light. For example, if you have pupils or to understand how to break things down to understand will to interpret from a personal perspective and engage used geometric shapes. from different backgrounds and teach creativity to them, their components, before learning how to synthesise them with their creative capacities. would they interpret ‘We will have to build this or again in interesting ways that allow for critical assessments. IK: What are you hoping to achieve with this degree? manufacture this’ in similar or different ways and do One is looking to initiate opportunities for them to try things References I am sure it must have been a balancing act of your they perceive creativity in a similar or different fashion? again and to put into practice the lessons that they McCarthy Sommerville, A. & Gill, S. (2016). Saturday Satya: ‘a once in a time doing everything, teaching and studying. For my study I looked at two groups: the pupils here and a understand. All of this goes on in an environment where the lifetime opportunity to find out who and what you are’. BC: It has been an interesting discussion into the https://www.etoncollege.com/userfiles/files/Saturday_Satya_report.pdf completely contrasting culture: I went to Ghana to a school teacher cares, as do the peers and the student. This is a perceptions of this small sample of students, and I cannot [accessed 27.05.2018]. there and I did two parallel studies. I wanted to see the fragile condition and can easily be lost if an activity is too generalise about either culture. But it might lead to some Robinson, M. (2015). The givenness of things. London: Virago. similarities and differences to what they perceive as open, if the pupils feel too vulnerable or if the problem set Sacks, O. (1986). The Man Who Mistook His Wife for A Hat. London: Picador. insights into my teaching. For example, I have multicultural creativity. First of all, I wanted to establish whether there is too vague. classes. I might want to change my pedagogy of how teach were differences from their culture, which is a very hard thing to pin down. One test theory is the one by Hofstede, creativity, how I try to establish what it is to begin with. I also his six dimensions of culture. I thought if I give them a wanted to further my education. I feel if you are a teacher questionnaire on that, I could have some answers on you need to want to know more about your profession. whether they are more individualistic or collectivist. I did a PGCE, which was a huge learning curve into the practicalities of teaching and the research behind that. I was interested in Ghana because a lot of previous studies The next step, I felt, was learning how to research and how looked at western and eastern societies and how their to apply that to my class and to my pedagogy. It felt like a perceptions of culture differ and how their perceptions of natural step for me. creativity differ, looking at China and America for example. To begin, I wanted them to assess something completely IK: Why did you enjoy the most in this process of doing neutral because I didn’t want to take something like a piece a degree? of art from the west which students from the west could BC: The fieldwork, the actual collecting of the data, the have a bias towards; the same for Ghana, as I wanted to process of studying the two groups and working with the create natural stimuli. I asked students from both groups children. Of course, going to Ghana, sourcing the school, to make a series of sketches based on geometric shapes doing the study. It was a very rewarding process, actually. which are quite neutral, such as a rectangle, a triangle and a circle. They had a very short amount time, just one minute and a half, so they had to draw an image which could be based on anything but inspired by these geometric shapes. I had 30 students in each class from each school and they created a series of drawings. I had then a very large sample of drawings: I took 45 from each group, so I had a total of WHEN I CAN, I LIKE TO SEE MY SCHOOLROOM NOT AS A BOX 90. I had a mix of these drawings and took a sample of five judges from each school. I used a conceptual assessment WITH ATOMISED INDIVIDUALS KEPT BEHIND DESKS, BUT AS A technique or CAT to assess the samples. The judges had 45 sketches from England and 45 from Ghana and they were STUDIO IN WHICH COLLABORATION CAN TAKE PLACE. mixed together randomly. They had to assess them using

25 I ALSO WANTED TO FURTHER MY EDUCATION. I FEEL IF YOU ARE A TEACHER YOU NEED TO WANT TO KNOW MORE ABOUT YOUR PROFESSION.

OLIVER COOPER IK: Do you think the insight from your degree can shape your teaching practice? IK: Do you want to describe your project? OC: I think in the long-term as I deliver the courses I can OC: It is about mapping my students’ perceptions of adapt some of my teaching, and rather than just teach them creativity in an abstract way; without necessarily linking to how to be creative I can teach them to understand the anything they do explicitly in the classroom, trying to see processes which allow them to be creative. I am doing a creativity on its own. case study and I cannot generalise; it is exploratory and contemporary, as Yin describes it, so I don’t know how IK: How is the data collection going? I know you are much I can transfer that knowledge. But more broadly, as doing interviews with them at the moment. Have you a subject we encourage creativity, and we have been having heard anything you were not expecting? these discussions in our department quite a lot; if creativity OC: Nothing in terms of the content of what they said. was the end goal we could be doing more, there are things They use the context of where the interviews take place, we could feasibly do. So perhaps gaining insight into what which is in the design and technology library, so there is a students think of as creative would be of use. lot of context there around design and creativity. They talk about the subjects a lot, and how they are taught. They IK: For your methodology, I know you have used both say very little about life more generally, about their life or interviews and questionnaires. Do you want to explain outside the schoolroom. Sometimes they might talk about how you found this process? the future and how their future careers might require OC: This is based on some previous work I have done, creativity, but that’s the limit of that. and triangulation was encouraged. I don’t know if this will add to the richness and breadth of data but I would hope IK: What got you into the degree and how is the so. I wish I had more time so that I could pilot more of my process of doing that while working? methods to collect data. This is why I think that the OC: My PGCE was the first time I looked at creativity as structure of a degree doesn’t always allow that. But I hope a subject to be studied and understood on its own. It is I can carry on exploring themes for my own development, important, as a design and technology teacher, to better personal interest. Something less formal, yes. understand creativity, being arguably the most important factor of a D&T education. IK: Do you think the degrees you and Ben are doing might bring some new ideas to the department? Then I started the MEd, which was a balancing act between the different commitments. I enjoyed the exploration of what OC: I would like to think that. the boys think and how they articulate it. I think I will enjoy analysing it. I think perhaps degrees are very box ticking, References sometimes at the expense of learning. You have to do a Amabile, T. (2012). Componential theory of creativity. Working paper Harvard Business School. lot of things. I think I want to explore more concepts but perhaps in not such a structured way. Chen, C. et al. (2012). Creativity in drawings of geometric shapes: a cross-cultural examination with the consensual assessment technique. Journal of Cross-Cultural Psychology, 33 (2), 171-187. Hofstede, G. (2011). Dimensionalising cultures: the Hofstede model in context. Online Readings in Psychology and Culture, 2 (1), https://doi. org/10.9707/2307-0919.1014 Yin, R. K. (2014). Case study research design and methods (5th ed.). CA: Sage.

27 TOWARDS A FRAMEWORK FOR UNDERSTANDING PARTNERSHIPS INDEPENDENT-STATE SCHOOL PARTNERSHIPS Jonnie Noakes | Director, Tony Little Centre for Innovation and Research in Learning

In 2016 the Tony Little Centre commissioned an independent report from the University of Winchester and the UCL Institute of Education to review evidence about partnerships between state and independent schools. Our aim was to look at the state of the evidence and create a snap shot of current practices that we could share with other schools across sectors. The report was written by Bill Lucas, Louise Stoll, Toby Greany, Anna Tsakalaki and Rebecca Nelson (2017). After conducting a review of relevant studies, they concluded with suggested features which have the potential to promote effective ISSPs. The passage below is taken from their report and succinctly provides a taxonomy of effective ISSPs. It is followed by an example of how ISSPs can be applied drawing from the Schools Together Music Partnerships.

The review team concluded their review of the literature Emerging features of effective ISSPs by drawing together work on the features of effective Various aspects of ISSPs would appear, from this initial partnerships in the UK and internationally, and by combining review of evidence, to be important: evidence on effective school partnerships with the learning about partnerships that bridge cultural divides. We set this • A mutually agreed and shared focus on ambitious student out in a tentative framework that could provide a basis for learning outcomes linked to effective pedagogy and an further research into ISSPs. enriched curriculum and bringing benefits to all partners • Consensus on long- and short-term purposes, goals and In developing their framework, the research team drew approaches with clear governance and accountability particularly on international research that often takes a more holistic view of school partnerships, for example from the • Skilled facilitation which is sensitive to context and that can build commitment and trust between all parties OECD’s Innovative Learning Environments initiative (OECD, 2013; 2015) and from Rincón-Gallardo and Fullan’s (2016) • Learning leadership that is committed to bridging cultural analysis of research and case studies on effective differences and building mutually respectful relationships educational networks. The OECD research establishes the • A commitment to participation and continuous learning centrality of learning as the focus for all actors involved in by all staff education and the need for ‘learning leadership’ (Istance and Stoll, in OECD, 2013, p 20), to set direction for learning • Engagement of students, families and communities within and across increasingly complex organisations, seeing • A focus on evaluation and impact that through into design and strategy. Learning leadership is needed to achieve coherence and synergy at all levels of • Adequate resources to sustain the work, with dedicated a system including learning networks. staffing, time, clear processes and good communication.

Rincón-Gallardo and Fullan, similarly, discuss the potential References of partnership working in terms of the learning of students, Hargreaves, A. and Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. London: Routledge. teachers, leaders and the system as a whole. They define Istance, D. and Stoll, L. (2013). Learning leadership for innovative an effective educational network as collaboration that: Environments: the overview, in OECD (Ed.), Leadership for 21st Century Learning, Educational Research and Innovation. Paris: OECD Publishing. • deepens the learning and engagement of students Lucas, B., Stoll, L., Greany, T., Tsakalaki, A. and Nelson, R. (2017). • enhances the professional capital (see, also, Hargreaves Independent-state schools partnerships. An initial review of evidence and current practices. Eton: Eton College. Available at: and Fullan, 2012) of teachers and leaders continuously https://www.etoncollege.com/userfiles/files/Lucas.pdf to improve pedagogy and student engagement (see, also, OECD (2015). Schooling Redesigned: Towards Innovative Learning Lucas et al., 2013) Systems, Educational Research and Innovation. Paris: OECD Publishing. Rincón-Gallardo, S. and Fullan, M. (2016). Essential features of effective • becomes a force of improvement in the whole system (p6). networks in education. Journal of Professional Capital and Community, 1 (1), 5-22. Based on this work, the research team set out a framework as the beginnings of a way to understand the features of effective ISSPs.

29 WHY MUSIC? SOME UNDERLYING RESEARCH TEN INSIGHTS INTO MUSIC PARTNERSHIP PROJECTS

Iro Konstantinou | Researcher-in-Residence, Eton College Tom Arbuthnott | Chair, Schools Together Group 2017-2018 & Director of Outreach and Partnership, Eton College

Sharp et al. (2002) trace the historical roots of the Nevertheless, music, along with other creative subjects, Assessing the impact of cross-sector school partnerships Insight One: Music is a great way in to partnership activity. Independent/State School Partnership Scheme as was first is being squeezed out of the curriculum (Burns, 2017). is a knotty problem. Often the exercise boils down to a Music lends itself unusually well to simple outreach projects. introduced by the then Minister of Education, Stephen Byers, Moreover, in its current form, secondary music education process of comparing apples with pears. All it takes is a great instrumentalist, a band with more in 1997. The scheme at the time had a double purpose: to largely involves a kind of music which might be typically chutzpah than quality, or a single Visiting Music Teacher with bridge ‘the public/private divide [which] diminishes the whole be associated with school music, which requires a particular For a long time, the Music Department at Eton has been a little spare time, and a performance in a local school can education system’, and to enable schools from the two infrastructure or is seen as a co-curricular pursuit. In this engaged in a number of small-scale projects such as generally be fixed up easily. sectors to work together in partnership on specific projects sense, very often when students graduate they do not have workshops at local primary schools. However, there was (DfEE, 1997). As Sharp et al. (ibid.) note the projects showed opportunities to engage with music, as there are fewer such a desire to develop such projects to a larger scale and Furthermore, music is clearly an area where the independent a great degree of diversity, covering a wide range of curricular opportunities (Kuntz, 2011). It is for this reason that Regelski a broader partnership. This project was devised to test sector and the state sector complement each other. Even the areas. The large number of applications from schools to (2007) concludes that few students will seek music degrees, a theory: that if we assembled ten practitioners working smallest prep school often has outstanding musicianship participate in the projects and the diversity in the proposals while the majority of students end their formal music education on similar sorts of partnership – in this case, music – and can be a centre of excellence in a local community. ‘suggested that the pilot scheme had at least partly met a at secondary school. And yet music is an inseparable part we would be comparing like with like, and we might find Small state sector primary schools often lack the perceived need, […], which they considered would benefit of the human experience and plays an important role in the ourselves coming to valuable syntheses which could infrastructure for a music department and a partnership can pupils and teachers and raise standards in education’ (ibid.). lives of adolescents (Campbell, 2007). For this reason, inform a broader audience. provide music opportunities to the community more broadly. Campbell (1999) suggests educators have the responsibility Two decades later the DfE still supports and encourages to ensure that each student leaves their classrooms believing As this project came to fruition we held the first Insight Two: The more complex the partnership, the scheme and looking at the Schools Together website in themselves and their musical abilities, and with a desire ‘Tony Little Centre partnerships seminar’ on January 10, the more complex the possible project: although there are currently an impressive 2607 projects which are to continue making music that will last their whole lives. 2018. From the discussions that took place we gleaned starting from simple projects might be key. underway, spanning from Science to Arts, and from Music For this to achieved it might be worth considering an the following ten insights. These formed the introduction While the simplest projects represent an entry point to to Volunteering (Schools Together, 2018). approach whereby music serves a purpose beyond the of a new publication All Together Now, edited by Tom partnership activity, what is really exciting is the way in confines of the schools and equips teachers and pupils with Arbuthnott with Peter Hatch, which brought the projects which those projects can potentially be scaled up. Why music? skills which can yield from collaborations, and create music together, and is now available to download1. This report programmes which are more inclusive, relevant, and sets out a series of case studies, ranging from the simple University College London, which has supported numerous More sophisticated projects are generally backed by highly encouraging to a wider range of students (Scully, 2014). to the complex, that might help Directors of Music and music projects in schools, has come to some very promising complex partnerships. The advent of Multi Academy Partnership Co-ordinators in state and independent schools conclusions, citing three large projects: Sing Up (primary), Trusts in the state sector has created a complexity in the Within this theoretical framework, Eton College participated to devise music partnership projects. Musical Futures (secondary), and Sound of Intent (special relationships between schools that is most conducive to needs). For example, they reported that better singers had in the Music Partnerships Projects, which involved eight case 1 outstanding, partnership-based music projects. a more positive view of themselves and a stronger sense studies and brought together dozens of schools and hundreds www.schoolstogether.org/publications of pupils. The insights of these projects are discussed below of social inclusion; there was a direct positive impact Insight Three: Music can give rise to the epiphanic and aim to contribute to the wider dialogue of music ISSPs. on pedagogy; and the creation of resources which can moment. Complex projects take that moment and do significantly enhance the experiences of those with something extraordinary with it. profound and multiple learning difficulties (UCL, 2012). References Burns, J. (2017). Music ‘could face extinction’ in secondary schools. When analysing the outcomes of music projects, similar BBC News, 9 March 2017. points to the ones about complexity might arise. Music is The above case studies all point to the beneficial aspects Campbell, P. S. (1999). The many-splendored worlds of our musical unusual in terms of school life through the emphasis that it of music education; however, the most compelling evidence children. Update: Applications of Research in Music Education, 18(7), 7-14. places on the epiphanic moment, which is when a student for why music should be pursued across schools comes Campbell, P. S., Connell, C., & Beegle, A. (2007). Adolescents’ expressed is exposed to quality music for the very first time, whether from a review on neuroscience which suggested that actively meanings of music in and out of school. Journal of Research in Music Education, 55(3), 220-236. this moment comes from singing in a choir, listening to opera making music can contribute to the enhancement of a range Department for Education and Employment (1997). Press release 393/97, or participating, possibly with an easier part, in an orchestra. of non-musical skills (Hallam, 2015). The review covers a 26 November 1997. London: DFEE. range of areas where music proves to be beneficial including Hallam, S. 2015. The power of music. London: UCL. As Martin Leigh puts it, “There are moments in life which transfer of learning from musical skills to other skills, such Kuntz, T. L. (2011). High school students’ participation in music activities put you on a different course.” as fine motor skills and sensitivity, among others; aural beyond the school day. Update: Applications of Research in Music Education, 30(1), 23-31. perception and language skills; development of literacy Ofsted (2012). Music in schools: sound partnerships. skills, including writing, spelling and reading; aural and visual https://www.gov.uk/government/publications/music-in-schools-sound- memory; spatial reasoning and mathematical performance; partnerships [accessed 4.5.2018]. THE MOST SUCCESSFUL executive function and self-regulation; and creativity. Regelski, T. (2007). Amateuring in music and its rivals. Action, Criticism, and Theory for Music Education, 6(3), 22-50. Schools Together Group (2018). https://www.schoolstogether.org/ PROJECTS TEND TO THINK What next? [accessed 4.5.2018]. Scully, M. (2014). High school music students’ music participation in-and ABOUT THE PARENTS AS The evidence indicates that music can have a direct impact outside of school & plans for future music participation. Ann Arbor: UMI. on academic achievement, as well as on personal and social Sharp, P. Higham, J. Yeomans, D. & Mills Daniel, D. (2002). Working development of pupils. The various case studies also suggest together: the independent/state school partnerships scheme, Post-14 WELL AS THE CHILDREN. Research Group, university of Leeds. http://www.leeds.ac.uk/educol/ that partnerships which revolve around music can be very documents/00002223.htm [accessed 4.6.2018]. successful (for example, see Ofsted, 2012; UCL, 2012). UCL (2014). Music in schools: boosting achievement, enthusiasm and participation. https://impact.ref.ac.uk/CaseStudies/CaseStudy. aspx?Id=44311 [accessed 4.6.2018]. 30 31 Insight Four: Music seems to bring benefits to other Insight Six: Choral music makes a good place to start. With this in mind, it is important for projects to have clear Insight Ten: There is evidence of improving relationships areas of a school. In terms of starting out with a partnership project, choral objectives and success criteria. Those involved in the between sectors and of more ambitious outreach A school with music can provide elements to build a works outstandingly well. This means that any child, process need to demonstrate how they reflect on setting strategies in schools. school community which is richer and more varied than whatever their musical hinterland, can participate these criteria and how they are used to help to contribute Partnership offers are not always welcomed – a reminder to self-improvement. those schools which do not engage in music as much. meaningfully. Furthermore, a choral event also enables the of narratives which dominated in the 1980s and pointed This provides a very specific yardstick to use in music benefits of a music project to be shared widely through to a division between the sectors. However, the number of Insight Eight: ISSPs are only part of the spectrum of projects which does not apply in all areas. Through our a community. The most successful projects tend to think partnerships projects in evidence suggests that this rift is possible partnerships. Partnership design can be tied case study and similar case studies which participated about the parents as well as the children. The Romany no longer as stark as it used to be. It is welcome that to the local musical context. in the Schools Together projects, we found that usually Wood project, for example, included a budget which increasing numbers of schools are appointing partnerships schools which have an outstanding music department enabled parents to be brought in from Small Heath, There are lots of stakeholders in music education. co-ordinators at Senior Leadership levels. This person has tend to be outstanding in other areas. This might be the Shard End and Chelmsley Wood to watch their children Schools are only part of a vibrant musical commonwealth. the clout to be able to make projects coherent within and In particular, music partnerships can benefit from working result of a number of reasons; however, in our project we perform at Symphony Hall. While the impact of this is between schools, and increasingly should have the with work with Music Mark and the Music Education found correlations between the two factors. difficult to measure, it seems to have a considerable value, expertise to apply consistent impact assessment and Council. There is a lot of analysis out there that one can which can potentially be quantified in the future. communications frameworks across different projects. Insight Five: There’s value in dedicated partnership take advantage of in targeting and assessing a project. time within your school. Insight Seven: Impact assessment is best woven into One might identify a ward with a very low level of music THERE IS A LOT OF Two of the music projects represented benefited enormously a project from the outset. participation and demonstrate impact; or build a long-term from dedicated time during the week that could be devoted Small-scale partnership projects, musical and otherwise, element into an ‘epiphanic’ project so that one can track ANALYSIS OUT THERE THAT to partnership activity. Both King Edward’s School and KCS often forgo impact assessment: it is seen as red tape, how many children have taken up instruments as part of Wimbledon dedicate their Friday afternoons every week to bureaucracy or a needless task; however, it matters. If we that initial experience. ONE CAN TAKE ADVANTAGE non-sporting co-curricular activities, when every child in the are going to build constituencies of support for partnership school is therefore free at the same time – and, crucially, projects, whether in government, in the media or in our Insight Nine: Evaluation enables fundraising. OF IN TARGETING AND this is a time where local schools are in session. This is time own senior leadership teams and boards of governors, Objectives need to be stipulated and monitored as the which can be allocated to music and which students seemed we need to show that these projects are more than project develops in order to create evidence of success. ASSESSING A PROJECT. to enjoy immensely. window-dressing, and that they have a genuine impact on the pupils who participate.

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